Catholic District School
Board of Eastern Ontario
Notre Dame Catholic High
School
COURSE TITLE: Introduction
to Computer Science, Grade 11, University Prep
COURSE CODE: ICS
3U
CREDIT VALUE: 1
LEVEL OF DIFFICULTY: University
AREA OF STUDY: Technology
SUGGESTED PREREQUISITE(S): N/A
NUMBER OF
SCHEDULED HOURS: 110
FACILITATOR(S): Mr. Mark Melville
WRITER(S): Mr. Mark Melville
DATE OF PREPARATION: September, 2009
MINISTRY GUIDELINES: The Ontario Curriculum, Computer Studies,
Grades 11 and 12, 2008
http://www.edu.gov.on.ca/eng/curriculum/secondary/computer10to12_2008.pdf
COURSE DESCRIPTION:
This course helps students examine computer science
concepts. Students will outline stages in software development, define standard
control and data structures, identify on- and off-line resources, explain the
functions of basic computer components, and develop programming and
problem-solving skills by using operating systems and implementing defined
practices. As well as identifying careers in computer science, students will
develop an understanding of the ethical use of computers and the impact of
emergent technologies on society.
The Canadian software industry is one of the fastest growth sectors in our economy. From 1970 to 1994 its work force has exploded from 22,000 to 173,000. Software development has evolved into a diverse and dynamic industry which impacts all Canadians. The various software programs used in our modern world were devised, designed and coded by people. One of the biggest challenges facing the industry is that the need for qualified software workers far outstrips the supply. In 1997 almost 20,000 Canadian software positions went unfilled. Without some innovative solutions to this problem, this booming economic force will suffer, having an effect on Canadians all across the country.
Software Human
Resources Council
http://www.shrc.ca/
RATIONALE / REAL LIFE CONNECTORS:
In today's world, the use of the computer technology has infiltrated
every aspect of our lives. Students must
be able to become fluent in the language of the "Technology Age" in
which we find ourselves immersed. If the
students are to become productive and successful members of the 21st century,
they must become comfortable with the use of and more aware of the implications
of the computer in our changing society.
This advanced introductory course to computer studies serves as a
starting position for the student to begin to explore the uses and issues of
technology.
UNITS OF STUDY: (not necessarily in order;
timelines are estimates only)
1.
Basic programming techniques
(the use of variables, constants, repetition, documentation, selection,
procedures, and other aspects of structured programming.)
4 weeks
2.
Debugging and Testing
techniques (examining the importance and method of testing and debugging
applications; error trapping) 1
week/ongoing
3.
Advanced procedural
programming (procedures, functions, parameters, scope of variables, etc.) 6
weeks
4.
Data Structures (the
introduction of arrays, records) 4 weeks
5.
Cumulative Assessment Tasks 4-5 weeks
CATHOLIC GRADUATE EXPECTATIONS:
·
an effective communicator
·
a reflective and creative thinker
·
a self-directed, responsible, life long learner
·
a collaborative contributor
·
a caring family member
·
a responsible citizen
The Computer and Information
Science program in the Catholic faith community enables young adults to develop
and utilize their gifts and resources in finding solutions that benefit others
in ways that model Gospel values. The curriculum focus enables students to be
critical thinkers and innovative problem solvers and analyse
the use of resources while understanding the implications of technological
innovations. Emphasis on process and results ensures students apply skills and
knowledge when providing services and recognize our God-given responsibility to
respect the dignity and value of the individual and the protection of the
environment. Computer technology has an ever-increasing effect upon society
(e.g., the digital divide: the division of groups in society based upon the
access to information that further disadvantages the poor). It is important for
young Catholics to reflect upon and examine the potential of technology to affect
lives.
LEARNING
EXPECTATIONS:
(quoted from the Ministry Guidelines: http://www.edu.gov.on.ca/eng/curriculum/secondary/computer10to12_2008.pdf)
A1. demonstrate the ability to use different data types, including one-dimensional arrays, in
computer programs;
A2. demonstrate the ability to use control structures and simple algorithms in computer programs;
A3. demonstrate the ability to use subprograms within computer programs;
A4. use proper code maintenance techniques and conventions when creating computer programs.
B1. use a variety of problem-solving strategies to solve different types of problems independently
and as part of a team;
B2. design software solutions to meet a variety of challenges;
B3. design algorithms according to specifications;
B4. apply a software development life-cycle model to a software development project.
C1. relate the specifications of computer components to user requirements;
C2. use appropriate file maintenance practices to organize and safeguard data;
C3. demonstrate an understanding of the software development process.
D1. describe policies on computer use that promote environmental stewardship and sustainability;
D2. demonstrate an understanding of emerging areas of computer science research;
D3. describe postsecondary education and career prospects related to computer studies.
Student achievement will be based on the achievement chart categories outlined below and individual demonstration of the specific expectations. Achievement chart categories will be posted in the classroom and distributed to students for greater awareness and understanding of assessment. All major assignments will be evaluated by levels. Grades will be determined using the students’ most consistent and most recent levels of achievements. For purposes of reporting, the percentage grade range will correspond to the following levels as defined by the board:
Level |
Mark/Code |
Level |
Mark/Code |
Level |
Mark/Code |
Level |
Mark/Code |
|
4++ |
98/100 |
||||||
|
4+ |
94 |
3+ |
79 |
2+ |
69 |
1+ |
59 |
|
4 |
86/90 |
3 |
75 |
2 |
65 |
1 |
55 |
|
4- |
82 |
3- |
72 |
2- |
62 |
1- |
52 |
The achievement chart is the fundamental tool of evaluating the progress of students. The chart identifies four categories of knowledge and skills in Technology: Knowledge and Understanding, Thinking and Inquiry, Communication and Application. The achievement chart provides a standard province-wide method for teachers to use in assessing and evaluating their students’ achievement. Each achievement chart has descriptions of the levels of achievement for each of the four categories of knowledge and skills. Level 3 is the provincial standard; level 4 indicates a level of achievement beyond the standard; level 2 indicates the student is slightly below provincial standard; and level 1 indicates limited understanding of the material. The achievement chart helps determine, throughout the course, the student’s most consistent level of achievement of the curriculum expectations as reflected in his or her course work.
Knowledge
and Understanding – the degree to which the
student demonstrates understanding of the facts, concepts, and relationships
between concepts.
Thinking and Inquiry – the student utilises proper problem solving techniques, strategies,
resources, technology and tools.
Communication – the student demonstrates he/she can communicate with clarity, accuracy,
effectiveness, and confidence in various forms.
Effective communication implies timeliness, presentation and
completeness.
Application – the student demonstrates he/she can apply ideas and skills in familiar
and unfamiliar settings, use proper technological techniques, and make
connections between the curriculum and the world.
COURSE EVALUATION
Formative Evaluation
Formative Evaluation is used to measure students’ learning skills and as a means of diagnostic assessment to improve learning.
Summative Evaluation: 70%
Knowledge and Understanding 20%
Problem Solving/Thinking and Inquiry 20%
Application 20%
Communication 10%
Final
Assessment: 30%
Cumulative Assessment Project(s) 30%
**Students must submit the culminating
activity to pass the course
COURSE EXPECTATIONS:
Each student in this course is expected to:
1.
Treat everyone in the room
with respect.
2.
Treat the equipment in the
room with respect.
3.
Come to class with a
notebook, paper, and a pen.
4.
Be on time for class. Being
late for class may merit a detention. Chronic lateness will be dealt with by
Administration.
5.
Come to class wearing a
complete uniform, as outlined under the school uniform guidelines. Uniform
issues will be dealt with by administration. Your return to class will be
considered a late for attendance purposes.
6.
Keep the room in order; ie., no
writing on desks, no eating in the classroom, etc.
7.
Catch up on all work missed
due to absence. This is YOUR
responsibility.
8.
Summative Assignments that are not
submitted on the given due date are subject to the Notre Dame Late Policy.
9.
Students may, for legitimate
reasons, negotiate an extension or due date change with the teacher prior to
the original due date. Approval for such a change will be at the discretion of
the teacher. Computer printing problems will not be accepted as legitimate
reasons for late assignments. If such a situation should occur the student must
either present a hand written assignment or a computer disc that the teacher
can read on a computer compatible with the Notre Dame computer
system. This must be done on the day the
assignment is due.
11. Read and abide by the Notre Dame Acceptable Use Policy
*** The above expectations will be continually monitored throughout the
course.